Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

This article describes a learning unit for seniors within a university in Hong Kong, as an example of offering lifelong learning opportunities for senior adults. This article reports and discusses findings from a small-scale research study conducted at the unit, which aimed to explore the effectiveness of the current mode of integrating elder learning into higher education, specifically how this related to the promotion of intergenerational learning between elders and university students. This article reports on the findings of a quantitative survey conducted with elders, university students and instructors, in order to compare their views on the impact of a mixed intergenerational classroom and to identify the benefits of elder learning. The most positive impact of the mixed-class arrangement was upon the elder learners, who reported very positive learning experiences and a number of positive benefits to learning. All three groups positively reported that the class arrangement did improve intergenerational learning. Whilst all three groups responded very positively to the mixed-class arrangement and presence of elders, there were less positive responses reported from both undergraduates and their instructors as to the impact of elders in the same class upon helping undergraduates learn better. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

To increase the competitive position in the higher education sector, management teams of self-financing institutions have to investigate critical factors influencing satisfaction of students studying at sub-degree and undergraduate degree levels so as to implement appropriate strategies in recruiting students. We adopted a model of Strategic Enrolment Management (SEM) to investigate student satisfaction on tertiary studies. 626 questionnaires were collected to investigate the critical factors affecting student satisfaction in studying self-financed programs. The findings revealed that marketing, admission, academic advising, career services, institutional research and peer influence are the critical factors affecting students' perceived satisfaction. The results provide insightful information and suggestions on how self-financing higher education institutions could improve student satisfaction and further strengthen their institutional strategies and management in increasing the competiveness. Copyright © 2018 International Economic Society.

Purpose - The objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approach - Based on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.Findings - The result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/value - This paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection. Copyright © 2020 Emerald Publishing Limited.

This paper draws on ‘diaspora at home’, a concept that encapsulates the unique dynamics between Hong Kong and mainland China, as an analytical tool to explore the cross-border experiences of 23 Hong Kong students at 11 universities in mainland China. It empirically ascertains how the made and imposed claims and identifications of these Hong Kong students resulted in inclusion and exclusion as their interactions with their mainland peers and institutions deepened. Specifically, it highlights how their ‘diaspora at home’ status offered exclusive access to privileged higher education opportunities, preferential treatments and opportunities for upward social mobility. Meanwhile, such a status also resulted in an overwhelming sense of political liability as they unwittingly became ‘political tokens’ and suspected political subjects amid the increasingly tense political atmosphere between mainland China and Hong Kong. This paper pinpoints the relevance of class and politics in understanding how diasporic groups engage with higher education. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

This article presents a comparative analysis of national policies, implementation strategies, and regional and global aspirations to establish education hubs in Hong Kong and South Korea. The authors argue that existing definitions of education hubs do not yet sufficiently consider whether a hub's orientation is global or regional and how its funding sources direct its mission and vision. The authors first review current definitions of education hubs and then use Ranga and Etzkowitz's Triple Helix conceptual framework to analyze Hong Kong and South Korea's national policies and their hubs' distinct vision, goals, strategies, rationales, and major stakeholders. The article concludes with an updated definition for education hubs which is inclusive of purpose, mission, role in the knowledge economy, and relationships between key stakeholders, including government, higher education institutions, and industry. This research identifies key indicators of a successful hub and provides additional necessary insights for policy makers working to develop future education hubs.
[Copyright of Industry and Higher Education is the property of SAGE Publications.]

Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students' motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (Le., gender, grade, region, colleges' prestige, and colleges' profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners' motivation and engagement were identified: the "Motivated and engaged", the "Ambiguously motivated and engaged", and the "Ambivalently motivated and engaged" L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates' motivation and engagement in EFL writing contexts.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

While assessment for learning (AfL) has gained increasing international prominence, and has been strongly promulgated by an increasing number of education systems, current instruments designed to measure students' assessment for learning experience show a number of methodological shortcomings, such as lacking construct validity and low internal consistency of scales, or structural confirmations of the dimensionality of AfL constructs captured in the questionnaires have not been tested. This paper presents the development and validation of a psychometrically robust measure of assessment for learning experience in the Chinese higher education-the Assessment for Learning Experience Inventory (AFLEI). Two independent samples of 201 and 163 higher education students responded to the AFLEI. The data were then subjected to Exploratory Factor Analyses (EFAs) and Confirmatory Factor Analyses (CFAs), respectively. Results from both EFAs and CFAs provided support for a five-factor AfL experience inventory with a strong psychometric basis. The five clusters of AfL experience perceived by the Chinese university students are Teacher formal feedback and support, Interactive dialog and peer collaboration, Learning-oriented assessment, Active engagement with subject matter, and Students taking responsibility for their learning. The correlations between the five clusters of AfL experience and the 'deep learning approach' of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) supported the concurrent validity of the AFLEI. The AFLEI can be used both as an evaluation tool to evaluate the extent to which university students experience AfL practices in university curriculum, and as a research tool to explore more deeply the relationships between AfL experience and student learning.
[Copyright of Asia-Pacific Education Researcher is the property of Springer.]

This article reports findings of an 18-month research project, funded by the Higher Education Academy in the United Kingdom (UK), to develop understanding of pedagogical differences in employing emerging technologies with transnational doctoral students. The focus of the research is a Professional Doctorate course delivered by a UK-based university and taught in Hong Kong (HK) by UK academic staff over four weekends each year, with supervisory support throughout the academic year by tutors based in the UK. The research investigated the use of different technologies to enhance the learning experience of the students through three cycles of action research. While literature is extensive in using technologies in learning and teaching in the West, and in teaching international students, there is a lack of research focusing on employing emerging technologies with transnational students in Asia. A multilayered approach to data collection through observation of software analytics, questionnaire and focus groups has resulted in the introduction of new technologies, through which a community of practice, encompassing students in HK and the UK, has emerged. This article reports a new evidence-informed framework which contributes new knowledge and moves current discourse forward.
[Copyright of Technology Pedagogy and Education is the property of Routledge.]

1965至1985年間，香港高等教育的發展相當緩慢，只有不足5%的適齡青年可升讀由大學教育資助委員會資助的大學學位課程，及至20世紀80年代中起，大學學位開始大量增加，進入大學的適齡人口百分比提升至18%。2000年，香港特別行政區行政長官更進一步提出要在十年內令香港高等教育的普及率達到60%。由2000–2001至2005–2006學年，高等教育參與率已增加至超過60%。本文探討在香港高等教育擴張後期，中學生對升讀高等教育期望的變化。本文研究數據來自2009年和2012年的學生能力國際評估計劃（以下簡稱PISA）。2009年香港的PISA調查在該年5至6月間進行，而2012年的調查則在該年4至5月間進行。本研究嘗試探索以下四個範疇：（1）學生的教育期望在兩次調查期間（2009至2012年）的變化；（2）學生的家庭社經背景與教育期望間的關係；（3）學生能力與教育期望間的關係；（4）家庭社經背景與學生能力等因素對學生期望升讀大學的相對影響程度。From 1965 to 1985, the development of higher education was very slow in Hong Kong. Less than 5% of age-eligible adolescents were admitted to UGC-funded university degree program. However, since the mid-1980s, there has been an expansion of university places and the university admission rate has increased to 18% of the age-eligible population. In 2000, the Chief Executive of the Hong Kong Special Administrative Region proposed that the admission rate of higher education be increased to 60% within ten years. As a consequence, the participation rate of higher education was increased to over 60% from the school year 2000–2001 to 2005–2006. This article focuses on the change in expectation for pursuing higher education of Hong Kong secondary school students during the post-massification of Hong Kong higher education.The data of this article originates from two cycles of the Programme for International Student Assessment (PISA) — PISA 2009 and PISA 2012. PISA 2009 in Hong Kong was conducted from May to June 2009, while PISA 2012 was conducted from April to May 2012. This article attempts to investigate the following four areas: (1) the changes in students’ educational expectation during 2009 to 2012; (2) the relationship between students’ family socioeconomic background and their educational expectation; (3) the relationship between students’ ability and their educational expectation; (4) the relative impact of family socioeconomic background and students’ ability on their educational expectation toward the pursuit of university education. Copyright © 2009